In order to make sure that your WebQuest stays aligned with your unit, you will need to copy and paste 3 things from your Stages 1 and 2 from your unit for Dr. Grace's class. (This will also help Dr. Theresa give you better feedback on your Intro, Task, and Conclusion.) Then you will write your first drafts of your Introduction and Conclusion.
G.R.A.S.P.S
(Feel free to copy and paste what you have for the GRASPS portion of your unit for Dr. Grace in Stage 2.)
Goal - Use Google Sketch Up to create a 3-D model of a famous structure.
x
Role - Students are a CAD drafter working at the Smithsonian
x
Audience - The Smithsonian museum curators, and future exhibit viewers.
x
Situation - Replacing stolen 3-D models.
x
Product & Performance - 3-D Model of a famous structure.
x
Standards - Presentation Rubric: Preparedness 30%, Comprehension 25%, Enthusiasm 10%, Posture and Eye Contact 15%, Time Limit 10%, Evaluates Peers 10% Product Rubric: Reproduction 30%, Neatness and Organization 15%, Mathematical Concepts 15%, Mathematical Terminology and Notation 10%, Mathematical Reasoning 10%, Written Reflection 20%
x
Understanding(s)
•the use of tools can be used to create perfect geometric shapes.
•the tools and processes to alter or manipulate lines, angles, and shapes in ways such as rotation, reflection, translation, and bisection.
•constructions are used in drafting, drawing, architecture, and engineering disciplines.
(Copy and paste the big understanding(s) you have listed in your unit for Dr. Grace in Stage 1 (the answers to the essential questions). What are the academic goals for the unit (which will also be the purpose of the WebQuest)?)
Introduction
There is a need for CAD drafters to help The Smithsonian, a museum in Washington D.C. The museum curators have requested the discrete and rapid aid of capable CAD drafters in their employment. You will take on the role of one of those CAD drafters to help the museum curators in their time of need. The details surrounding the incident that created this need for help are being kept to the museum curators, and only shared with CAD drafters who have already accepted the call for help. You decide that you are up for the challenge and would be happy to come to the aid of the museum curators. On your way to meet with them and begin your work, you notice that many of the exhibits have been closed off and any view has been blocked by white sheets.
(Set the stage, give us any background info that we might need to know (but just a hint), this is your HOOK. Provide a segue to the Task . . . make your reader want to click to the next section. There should be nothing that sounds like school work in this section. Don't give away what's going to happen in the Task.)
Task
There has been a major incident of sabotage in the Smithsonian by a rival museum. The sabotage included the theft of 3-D models from exhibits in the museum and the deletion of the corresponding model designs in the electronic records. Curators have asked you and your peers, CAD drafters working at the museum, to create replacements from the list of stolen 3-D models. Drafters will be required to complete their 3-D model in Google Sketch Up and to present the 3-D model to a board of museum curators. Exhibits are still running so time is a factor, therefore the curators have also decided that each drafter whose 3-D model is chosen will receive a lifetime pass to the museum. The curators would like options, so there may be multiple entries of the same famous structure, but each structure on the list must be selected by a drafter. In addition to the 3-D model presentation a written reflection about how geometric constructions have been used in this real life example is due. The reflection must also provide another example of a real life situation where geometric constructions have been used.
(This story should match the Task Description/Summary from your unit in Stage 2 (Through what authentic performance task will students demonstrate understandings?). You can copy and paste from Dr. Grace's wiki.Tell the story of the Role, Audience, Situation, and Product & Performance. Be a story teller. Save any classroom-specific information for the Process. Build the scenario and stay in character. You can reference the Introduction but try not to duplicate the information that's in the Introduction. Be sure to write this in second person ("you work for an international design firm" "you and your colleagues at the television studio" "your team wants to submit the winning entry"...))
Conclusion
(Tie everything the participants have done back to the Goal. Why did they go through all of this? Tie the scenario to the real world. Remind them of the "Big Idea" that they were supposed to gain from this, just in case they didn't make the connection on their own. Don't get preachy. If you ask a question here, it has to be rhetorical. No work or assignments should be included. Short is good.)
G.R.A.S.P.S
(Feel free to copy and paste what you have for the GRASPS portion of your unit for Dr. Grace in Stage 2.)Presentation Rubric: Preparedness 30%, Comprehension 25%, Enthusiasm 10%,
Posture and Eye Contact 15%, Time Limit 10%, Evaluates Peers 10%
Product Rubric: Reproduction 30%, Neatness and Organization 15%, Mathematical Concepts 15%, Mathematical Terminology and Notation 10%,
Mathematical Reasoning 10%, Written Reflection 20%
Understanding(s)
•the use of tools can be used to create perfect geometric shapes.•the tools and processes to alter or manipulate lines, angles, and shapes in ways such as rotation, reflection, translation, and bisection.
•constructions are used in drafting, drawing, architecture, and engineering disciplines.
(Copy and paste the big understanding(s) you have listed in your unit for Dr. Grace in Stage 1 (the answers to the essential questions). What are the academic goals for the unit (which will also be the purpose of the WebQuest)?)
Introduction
There is a need for CAD drafters to help The Smithsonian, a museum in Washington D.C. The museum curators have requested the discrete and rapid aid of capable CAD drafters in their employment. You will take on the role of one of those CAD drafters to help the museum curators in their time of need. The details surrounding the incident that created this need for help are being kept to the museum curators, and only shared with CAD drafters who have already accepted the call for help. You decide that you are up for the challenge and would be happy to come to the aid of the museum curators. On your way to meet with them and begin your work, you notice that many of the exhibits have been closed off and any view has been blocked by white sheets.(Set the stage, give us any background info that we might need to know (but just a hint), this is your HOOK. Provide a segue to the Task . . . make your reader want to click to the next section. There should be nothing that sounds like school work in this section. Don't give away what's going to happen in the Task.)
Task
There has been a major incident of sabotage in the Smithsonian by a rival museum. The sabotage included the theft of 3-D models from exhibits in the museum and the deletion of the corresponding model designs in the electronic records. Curators have asked you and your peers, CAD drafters working at the museum, to create replacements from the list of stolen 3-D models. Drafters will be required to complete their 3-D model in Google Sketch Up and to present the 3-D model to a board of museum curators. Exhibits are still running so time is a factor, therefore the curators have also decided that each drafter whose 3-D model is chosen will receive a lifetime pass to the museum. The curators would like options, so there may be multiple entries of the same famous structure, but each structure on the list must be selected by a drafter. In addition to the 3-D model presentation a written reflection about how geometric constructions have been used in this real life example is due. The reflection must also provide another example of a real life situation where geometric constructions have been used.
(This story should match the Task Description/Summary from your unit in Stage 2 (Through what authentic performance task will students demonstrate understandings?). You can copy and paste from Dr. Grace's wiki. Tell the story of the Role, Audience, Situation, and Product & Performance. Be a story teller. Save any classroom-specific information for the Process. Build the scenario and stay in character. You can reference the Introduction but try not to duplicate the information that's in the Introduction. Be sure to write this in second person ("you work for an international design firm" "you and your colleagues at the television studio" "your team wants to submit the winning entry"...))
Conclusion
(Tie everything the participants have done back to the Goal. Why did they go through all of this? Tie the scenario to the real world. Remind them of the "Big Idea" that they were supposed to gain from this, just in case they didn't make the connection on their own. Don't get preachy. If you ask a question here, it has to be rhetorical. No work or assignments should be included. Short is good.)